CAJ | 학술논문

作者根据对外汉语教学的需要，在HSK动态作文语料库中对以英语为母语的第二语言习得者习得“了1”和“了2”的情况进行了调查，并对其中的正确用法和使用偏误加以归类和分析，指出习得者的习得顺序是先习得“了1”后习得“了2“。研究显示运用以英语为母语的第二语言习得者“了1”和“了2”习得顺序，并分析了“了1”和“了2”习得顺序的原因和教学上的应对策略。
작자근거대외한어교학적수요，재HSK동태작문어료고중대이영어위모어적제이어언습득자습득“료1”화“료2”적정황진행료조사，병대기중적정학용법화사용편오가이귀류화분석，지출습득자적습득순서시선습득“료1”후습득“료2“。연구현시운용이영어위모어적제이어언습득자“료1”화“료2”습득순서，병분석료“료1”화“료2”습득순서적원인화교학상적응대책략。
With the needs of teaching Chinese as a foreign language, some articles related to“le (了)”are chosen in HSK dynamic composition corpus. The correct use and using bias are all surveyed and classified. Minimum tree hypothesis is used to analyze the acquisition differences between“le (了1 )”and “le (了2 )”, and it is deducted that the second language learners first acquire “le (了1 )” and then acquire “le (了2 )”. It is hoped to find some teaching strategies to solve it at last.